[Solved] Nursing Week 6_Assignment_DNP 860

Assignment Prompt & Instructions

**files (4)**

– ## Assignment_Week_6.docx

– ## Module6RUBRIC-DNP860.docx

– MODULE2WEEK2.docx
– DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf

**## Assignment_Week_6.docx**

**Assignment Description:**

**Research Study Database Essay**

Pivoting off your Module 2 PICOT development, conduct a deeper dive into the evidence. Working systematically (using your database filtering skills and keeping track of your steps), select a minimum of 10 research studies that support your project gap. These studies will become part of your literature review write-up for your final assignment and will be the foundation for the Chapter Two section of your manuscript.

Refer to the article, Critical Appraisal of the Evidence: Part III as a guide in completing the Evidence-Based table. For your convenience, the table has been extracted as a word document.

**Complete the Table of Evidence activity by following these instructions:**

· Using reliable databases, create a filter for (original data only) scholarly literature (peer-reviewed) and primary and secondary sources no older than five years.

· Essay:

· Restate your refined PICOT question.

· Explain the key terms you used to conduct your dive, what databases you used, and what your findings were. What steps did you take to narrow down your search? What are your next steps? What more do you need to do to continue your literature search to inform your Chapter Two Literature Review?

·

· Evidence-Based Table: Enter data from 10 of the most appropriate studies to support your scholarly project using the provided word document table. Include each of your scholarly selections in the Reference page.

· Do your best to critique the studies as you complete your Evidence-Based Table. Be detailed as this content is what you pull from to write your Literature Review for Chapter Two. Please see the YouTube video to help you navigate having both portrait and landscape in one document.

[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3)

**Start by reading and following these instructions:**

1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

2. Consider the discussion and the any insights you gained from it.

3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

**The following specifications are required for this assignment:**

·
**Length:** 2000-words; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure:** Your submission should have a title page, introduction (with purpose statement), body, conclusion, reference page and the table listed as an appendix after your reference page. Formatting should follow the APA style. The title page and reference page do not count toward the minimum word count for this assignment.

·
**References:**

Use the appropriate APA style. All of your selected sources used in the table should be listed in the reference section.

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Reference**

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

**Additional Resources**

Top Tip Bio. (2021).
_How to landscape one page_ [Video]. YouTube
[https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
_The American Journal of Nursing, 110_(11), 43–51.
[https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)

O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
_StatPearls_.
[https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)

Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
_American Journal of Nursing, 110_(11).
[https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)

**## Module6RUBRIC-DNP860.docx**

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Graduate Simple Essay Rubric v1

Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content Weight:

30

%

/ 30

0

points

Topic is inappropri

–

ate to assignment,

inaccurate under

–

standing of con

–

cepts, unclear and

difficult to under

–

stand; does not ad

–

dress many assign

–

ment requirements.

Information has

weak or no connec

–

tion to the assign

–

ment topic.

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demonstrate

accurate under

–

standing of con

–

cepts; mostly clear

and understandable;

lacks some of the

requirements of the

assignment descrip

–

tion and/or provides

little detail;

Information relates

to the main topic,

but few details

and/or examples are

given.

points

24

Topic is covered

completely and ap

–

propriate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and under

–

standable; ad

–

dresses all of the re

–

quirements of the

assignment descrip

–

tion, with adequate

attention to detail.

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demonstrated

in information pre

–

sented; approaches

assignment with

depth and breadth,

without redundancy,

using clear and fo

–

cused details.

| | | | | | |
| — | — | — | — | — | — |
| Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
| Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

| | | | | | |
| — | — | — | — | — | — |
| Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

Total

/ 100

Quality of

Written

Communication

Weight: 10%

/ 10

0

points

Style and voice inap

–

propriate or do not

address given audi

–

ence, purpose, etc.

Word choice is ex

–

cessively redundant,

clichéd, and unspe

–

cific. Inconsistent

grammar, spelling,

punctuation, and

paragraphing.

Surface errors are

pervasive enough

that they impede

communication of

meaning.

points

7

Style and voice are

somewhat appropri

–

ate to given audi

–

ence and purpose.

Word choice is of

–

ten unspecific,

generic, redundant,

and clichéd.

Repetitive mechani

–

cal errors distract

the reader.

Inconsistencies in

language, sentence

structure, and/or

word choice are

present.

8

points

Style and voice are

appropriate to the

given audience and

purpose. Word

choice is specific

and purposeful, and

somewhat varied

throughout. Minimal

mechanical or typo

–

graphical errors are

present, but are not

overly distracting to

the reader. Correct

sentence structure

and audience-appro

–

priate language are

used.

points

10

Style and voice are

not only appropriate

to the given audi

–

ence and purpose,

but also show origi

–

nality and creativity.

Word choice is spe

–

cific, purposeful, dy

–

namic and varied.

Free of mechanical

and typographical

errors. A variety of

sentence structures

and effective figures

of speech are used.

Writer is clearly in

command of stan

–

dard, written, aca

–

demic English.

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

4/

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

1/5

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

**MODULE2WEEK2.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module2week2-docx-10532565)

**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf)

**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf)

**## Assignment_Week_6.docx**

**Assignment Description:**

**Research Study Database Essay**

Pivoting off your Module 2 PICOT development, conduct a deeper dive into the evidence. Working systematically (using your database filtering skills and keeping track of your steps), select a minimum of 10 research studies that support your project gap. These studies will become part of your literature review write-up for your final assignment and will be the foundation for the Chapter Two section of your manuscript.

Refer to the article, Critical Appraisal of the Evidence: Part III as a guide in completing the Evidence-Based table. For your convenience, the table has been extracted as a word document.

**Complete the Table of Evidence activity by following these instructions:**

· Using reliable databases, create a filter for (original data only) scholarly literature (peer-reviewed) and primary and secondary sources no older than five years.

· Essay:

· Restate your refined PICOT question.

· Explain the key terms you used to conduct your dive, what databases you used, and what your findings were. What steps did you take to narrow down your search? What are your next steps? What more do you need to do to continue your literature search to inform your Chapter Two Literature Review?

·

· Evidence-Based Table: Enter data from 10 of the most appropriate studies to support your scholarly project using the provided word document table. Include each of your scholarly selections in the Reference page.

· Do your best to critique the studies as you complete your Evidence-Based Table. Be detailed as this content is what you pull from to write your Literature Review for Chapter Two. Please see the YouTube video to help you navigate having both portrait and landscape in one document.

[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3)

**Start by reading and following these instructions:**

1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

2. Consider the discussion and the any insights you gained from it.

3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

**The following specifications are required for this assignment:**

·
**Length:** 2000-words; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure:** Your submission should have a title page, introduction (with purpose statement), body, conclusion, reference page and the table listed as an appendix after your reference page. Formatting should follow the APA style. The title page and reference page do not count toward the minimum word count for this assignment.

·
**References:**

Use the appropriate APA style. All of your selected sources used in the table should be listed in the reference section.

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Reference**

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

**Additional Resources**

Top Tip Bio. (2021).
_How to landscape one page_ [Video]. YouTube
[https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
_The American Journal of Nursing, 110_(11), 43–51.
[https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)

O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
_StatPearls_.
[https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)

Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
_American Journal of Nursing, 110_(11).
[https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)

**## Module6RUBRIC-DNP860.docx**

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Graduate Simple Essay Rubric v1

Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content Weight:

30

%

/ 30

0

points

Topic is inappropri

–

ate to assignment,

inaccurate under

–

standing of con

–

cepts, unclear and

difficult to under

–

stand; does not ad

–

dress many assign

–

ment requirements.

Information has

weak or no connec

–

tion to the assign

–

ment topic.

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demonstrate

accurate under

–

standing of con

–

cepts; mostly clear

and understandable;

lacks some of the

requirements of the

assignment descrip

–

tion and/or provides

little detail;

Information relates

to the main topic,

but few details

and/or examples are

given.

points

24

Topic is covered

completely and ap

–

propriate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and under

–

standable; ad

–

dresses all of the re

–

quirements of the

assignment descrip

–

tion, with adequate

attention to detail.

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demonstrated

in information pre

–

sented; approaches

assignment with

depth and breadth,

without redundancy,

using clear and fo

–

cused details.

| | | | | | |
| — | — | — | — | — | — |
| Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
| Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

| | | | | | |
| — | — | — | — | — | — |
| Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

Total

/ 100

Quality of

Written

Communication

Weight: 10%

/ 10

0

points

Style and voice inap

–

propriate or do not

address given audi

–

ence, purpose, etc.

Word choice is ex

–

cessively redundant,

clichéd, and unspe

–

cific. Inconsistent

grammar, spelling,

punctuation, and

paragraphing.

Surface errors are

pervasive enough

that they impede

communication of

meaning.

points

7

Style and voice are

somewhat appropri

–

ate to given audi

–

ence and purpose.

Word choice is of

–

ten unspecific,

generic, redundant,

and clichéd.

Repetitive mechani

–

cal errors distract

the reader.

Inconsistencies in

language, sentence

structure, and/or

word choice are

present.

8

points

Style and voice are

appropriate to the

given audience and

purpose. Word

choice is specific

and purposeful, and

somewhat varied

throughout. Minimal

mechanical or typo

–

graphical errors are

present, but are not

overly distracting to

the reader. Correct

sentence structure

and audience-appro

–

priate language are

used.

points

10

Style and voice are

not only appropriate

to the given audi

–

ence and purpose,

but also show origi

–

nality and creativity.

Word choice is spe

–

cific, purposeful, dy

–

namic and varied.

Free of mechanical

and typographical

errors. A variety of

sentence structures

and effective figures

of speech are used.

Writer is clearly in

command of stan

–

dard, written, aca

–

demic English.

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

4/

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

1/5

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

**MODULE2WEEK2.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module2week2-docx-10532565)

**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/dnp810modules4and8-criticalappraisaloftheevidencepartiii-pdf)

**## Assignment_Week_6.docx**

**Assignment Description:**

**Research Study Database Essay**

Pivoting off your Module 2 PICOT development, conduct a deeper dive into the evidence. Working systematically (using your database filtering skills and keeping track of your steps), select a minimum of 10 research studies that support your project gap. These studies will become part of your literature review write-up for your final assignment and will be the foundation for the Chapter Two section of your manuscript.

Refer to the article, Critical Appraisal of the Evidence: Part III as a guide in completing the Evidence-Based table. For your convenience, the table has been extracted as a word document.

**Complete the Table of Evidence activity by following these instructions:**

· Using reliable databases, create a filter for (original data only) scholarly literature (peer-reviewed) and primary and secondary sources no older than five years.

· Essay:

· Restate your refined PICOT question.

· Explain the key terms you used to conduct your dive, what databases you used, and what your findings were. What steps did you take to narrow down your search? What are your next steps? What more do you need to do to continue your literature search to inform your Chapter Two Literature Review?

·

· Evidence-Based Table: Enter data from 10 of the most appropriate studies to support your scholarly project using the provided word document table. Include each of your scholarly selections in the Reference page.

· Do your best to critique the studies as you complete your Evidence-Based Table. Be detailed as this content is what you pull from to write your Literature Review for Chapter Two. Please see the YouTube video to help you navigate having both portrait and landscape in one document.

[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/118315-DNP860_Sect1_03-10-26/Module%206%20Assignment.html?ou=118315&d2l_body_type=3)

**Start by reading and following these instructions:**

1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

2. Consider the discussion and the any insights you gained from it.

3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

**The following specifications are required for this assignment:**

·
**Length:** 2000-words; answers must thoroughly address the questions in a clear, concise manner.

·
**Structure:** Your submission should have a title page, introduction (with purpose statement), body, conclusion, reference page and the table listed as an appendix after your reference page. Formatting should follow the APA style. The title page and reference page do not count toward the minimum word count for this assignment.

·
**References:**

Use the appropriate APA style. All of your selected sources used in the table should be listed in the reference section.

**This is my Topic**

“ This quality improvement project is to implement the use of an evidence-based self-care tool, Summary of Diabetes Self-Care Activities (SDSCA), to improve diabetes self-care behaviors among adults with type 2 diabetes.”

**Reference**

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

Schmidt, N. A., & Brown, J. M. (2021).
_Evidence-based practice for nurses: Appraisal and application of research_ (5th ed.). Jones and Bartlett Learning. IBSN:978-1-274-22632-4. Read chapter 15.

**Additional Resources**

Top Tip Bio. (2021).
_How to landscape one page_ [Video]. YouTube
[https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s](https://www.youtube.com/watch?v=31RvJJ-4TF4&t=102s)

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-based practice, step by step: Critical appraisal of the evidence: part III.
_The American Journal of Nursing, 110_(11), 43–51.
[https://doi.org/10.1097/01.NAJ.0000390523.99066.b5](https://doi.org/10.1097/01.NAJ.0000390523.99066.b5)

O'Donnell, B., Gupta, V. (2022). Continuous quality improvement.
_StatPearls_.
[https://www.ncbi.nlm.nih.gov/books/NBK559239/](https://www.ncbi.nlm.nih.gov/books/NBK559239/)

Fineout-Overhault, E., Mazurek Melnyk, B., Stillwell, S., & Williamson, K. M. (2010). Critical Appraisal of the Evidence: Part III.
_American Journal of Nursing, 110_(11).
[https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571](https://classroom.aspen.edu/content/enforced/33541-DNP810-MG8-06-12-18/DNP810Modules4%20and%208-Critical%20Appraisal%20of%20the%20Evidence%20Part%20III%20(1).pdf?_&d2lSessionVal=54vJ8eGQmLNBzSZzybxXlJe4N&ou=77571&ou=118315)

**## Module6RUBRIC-DNP860.docx**

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Graduate Simple Essay Rubric v1

Course: DNP860 Sect1 Evidence-Based Practice for Quality Improvement

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content Weight:

30

%

/ 30

0

points

Topic is inappropri

–

ate to assignment,

inaccurate under

–

standing of con

–

cepts, unclear and

difficult to under

–

stand; does not ad

–

dress many assign

–

ment requirements.

Information has

weak or no connec

–

tion to the assign

–

ment topic.

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demonstrate

accurate under

–

standing of con

–

cepts; mostly clear

and understandable;

lacks some of the

requirements of the

assignment descrip

–

tion and/or provides

little detail;

Information relates

to the main topic,

but few details

and/or examples are

given.

points

24

Topic is covered

completely and ap

–

propriate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and under

–

standable; ad

–

dresses all of the re

–

quirements of the

assignment descrip

–

tion, with adequate

attention to detail.

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demonstrated

in information pre

–

sented; approaches

assignment with

depth and breadth,

without redundancy,

using clear and fo

–

cused details.

| | | | | | |
| — | — | — | — | — | — |
| Organization<br>Weight: 25% | 0 points<br>Organization is confusing and interferes with reader’s ability to follow ideas.<br>Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant. | 17.5 points<br>Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information. | 20 points<br>Structures ideas in a coherent, organized order that has good flow and an obvious framework.<br>Proficient introduction that is interesting and states topic. Conclusion contains good summary of topic with credible concluding ideas and introduces no new information. | 25 points<br>Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.<br>Excellent concluding summary with succinct and precise ideas that impact reader. | / 25 |
| Logic/Argument<br>Weight: 15% | 0 points<br>Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical. | 10.5 points<br>Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak. | 12 points<br>Uses solid logical reasoning for the claims and thoughts within the assignment. | 15 points<br>Provides exemplary logical reasoning for the claims and thoughts within the assignment. | / 15 |

| | | | | | |
| — | — | — | — | — | — |
| Support Weight:<br>20% | 0 points<br>Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.<br>APA format and style are not evident. | 14 points<br>Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced. | 16 points<br>Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style. | 20 points<br>Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.<br>Accurate citations and references are presented. No APA errors are evident. | / 20 |

Total

/ 100

Quality of

Written

Communication

Weight: 10%

/ 10

0

points

Style and voice inap

–

propriate or do not

address given audi

–

ence, purpose, etc.

Word choice is ex

–

cessively redundant,

clichéd, and unspe

–

cific. Inconsistent

grammar, spelling,

punctuation, and

paragraphing.

Surface errors are

pervasive enough

that they impede

communication of

meaning.

points

7

Style and voice are

somewhat appropri

–

ate to given audi

–

ence and purpose.

Word choice is of

–

ten unspecific,

generic, redundant,

and clichéd.

Repetitive mechani

–

cal errors distract

the reader.

Inconsistencies in

language, sentence

structure, and/or

word choice are

present.

8

points

Style and voice are

appropriate to the

given audience and

purpose. Word

choice is specific

and purposeful, and

somewhat varied

throughout. Minimal

mechanical or typo

–

graphical errors are

present, but are not

overly distracting to

the reader. Correct

sentence structure

and audience-appro

–

priate language are

used.

points

10

Style and voice are

not only appropriate

to the given audi

–

ence and purpose,

but also show origi

–

nality and creativity.

Word choice is spe

–

cific, purposeful, dy

–

namic and varied.

Free of mechanical

and typographical

errors. A variety of

sentence structures

and effective figures

of speech are used.

Writer is clearly in

command of stan

–

dard, written, aca

–

demic English.

4/12/26, 8:43 PM Preview Rubric: Graduate Simple Essay Rubric v1 – DNP860 Sect1 Evidence-Based Practice for Quality Improvement – Aspen University Classroom

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

4/

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

1/5

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

https://classroom.aspen.edu/d2l/le/content/118315/viewContent/6269462/View 1/5

**MODULE2WEEK2.docx**

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**DNP810Modules4and8-CriticalAppraisaloftheEvidencePartIII.pdf**

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